Curriculum development through dialogue: A broad and balanced process

Much has been written about the curriculum as a product, but less about what qualifies as a broad and balanced process of curriculum development. We offer here our reflections on what that process should look like, from our experiences of leading change at whole-school and subject level. We did not set out with a fully formed plan when we started to make changes, but our approach evolved over time, with dialogue giving rise to much of that evolution. We make no claim to have established an ideal curriculum, but we are able to reflect on the following stages through which our work has gone so far and to recommend them to others: Stage 1: Leaders reflect on the status quo and accept that change is needed Stage 2: Leaders engage with expert thinking about curriculum design and share their findings Stage 3: Leaders broaden the dialogue and plan ahead for further change Whole-school curriculum development – Jonathan’s perspective When I took on the responsibility for the